This study examined the impact of targeted literacy coaching in the area of phonological awareness on teacher knowledge and confidence, instructional methods, and student outcomes. Three interviews, three coaching sessions, and three classroom observations were conducted with five teacher participants, ranging from grades kindergarten through third. Following the data collection process, six themes emerged from the transcripts using an inductive coding method: education and training, coaching support, knowledge contributes to confidence, student success boosts positive perception, instructional methods, and curriculum materials. These findings emerged from a constructivist learning theory, in which the participants engaged with their learning environment and constructed their own knowledge from their experiences (Creswell, 2014). The findings of this study indicate the positive impact of the literacy coach on teachers' knowledge building and student learning outcomes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]